This study aims to expand the understanding of how teachers in upper secondary school talk about their understanding and teaching of reading comprehension and reading strategies. Using semistructured interviews with five active teachers within a Swedish upper secondary school, we can get a better perspective of the tools that students receive during their education and how students are receiving them. This study shows how teachers adapt and change the way they teach based on several factors and also gives us an insight to why they structure their education the way that they do. The teachers describe an understanding of how reading comprehension should be taught through a dialogue-heavy way with a wide variety of teaching methods as tools to best fulfill the needs of the students. The teachers also describe their understanding of reading strategies as either a simplifying tool or as a tool for more in depth analysis. This difference of understanding is interesting and seems to stem from the teachers perspective of what tools their current students are more in need of developing, but may also be an indicator of the teachers personal understanding of what reading strategies are. This understanding of reading comprehension and reading strategies are also reflected in the way the teachers describe how they structure their classes. The teachers point out the importance of dialogue both between teachers and students but also amongst the students themselves and describe their teaching of reading strategies as an increasing process of knowledge that is developed and followed up on over a long period of time. Finally the interviewed teachers turned out to differ quite a bit from those of several other studies in their description of how comfortable they are with teaching reading comprehension and reading strategies to students in upper secondary school.